This study examined the feasibility and educational impact of using the virtual reality (VR) program, “Virtuoso VR,” as a primary instructional tool for high school music education students. The study investigated whether a VR-exclusive environment could be used to achieve selected New Jersey Common Core Curriculum Standards (NJCCCS) for music, and how students’ prior musical experience and interest influenced their growth, confidence, and engagement with “Virtuoso VR” and the HTC Vive head-mounted display (HMD).Participants were 12 students enrolled in a music technology course in a Title I public high school. Students engaged in a structured four-week VR-based unit focused on music creation, performance, response, and connection. Data were collected concurrently through standards-aligned performance benchmarks, pre- and post-instruction surveys, and qualitative student feedback and observation. Quantitative and qualitative data were analyzed independently and then integrated to provide a fuller understanding of student outcomes and experiences. Findings indicated that most students met selected NJCCCS benchmarks, and results showed increases in students’ musical confidence. Although these findings are not generalizable due to the study’s limited scope, they contribute to emerging research on VR-based arts education.
Wilfredo Rodriguez (Thu,) studied this question.